This article is purposed with operationalizing the concept of mentoring as a nuanced approach and attempt to thwart the upward trajectories of African-American women in predominantly White institutions (PWIs). We struggled as African-American women to balance and decipher the various facets inherent in our respective roles--professor and doctoral student in a PWI--hence a mentor/mentee relationship emerged. This qualitative study explored the effectiveness of traditional and non-traditional mentoring functions for an African-American woman doctoral student aspiring for the professoriate, and the professional advancement of an African-American woman professor, who matriculate in the same PWI. Findings from our experience narratives indicate that both mentoring functions were helpful to our achievement. We proffer practical implications learned regarding mentoring strategies to aid other women and minorities' succession at PWIs. Specific strategies are also offered to university administrators who desire to recruit, retain, graduate, and promote African-American women in PWIs.